This unit will be taught geographically and historically beginning with the Incas and the Mayas and finishing up with the Aztecs.
This quarter and the two to follow will be taught using primary sources and the Benchmark Education readers The Inca, The Maya and The Aztec.
Introductory lessons for primary sources are found on pages 5-14 in the teacher manual. Use the CD (located in the back of the TCMPrimary Sources: Early American Indians teachers guide). Open the Introduction Activities folder, then open the intro.pdf file and use as a student activity to document own personal primary sources.
TCM/Primary Sources Assessments, pages 63-74 and various actvities embedded in lessons and activity cards. These include writing, projects and short answer formats.
We recommend to teach lessons in the order as follows:
Assuming the average teacher will have 90 minutes a week to teach social studies, we recommend teaching 2 lessons per week, beginning with the Incas, Mayas, and concluding with the Aztecs. This follows geographical and historical movement. The Benchmark Education Company readers will be used to reinforce concepts about Incas, Mayas, and Aztecs. Some lessons can be taught in 30-45 minutes and same may last as long as 90 minutes. Much of this can be left to teacher discretion and time constraints.
Enduring Understandings: The students will understand that:
Civilizations are comprised of interrelated societies with advanced levels of development collectively characterized by social, political, material, scientific, and artistic progress.
Landforms influence movement, cultural interactions, development, and the success of a group of people.
Essential Questions:
What is a civilization?
What enduring legacies were provided by the Inca, Maya, and Aztec civilizations?
How did the Inca, Maya, and Aztec civilizations develop? How did they decline?
How do landforms impact movement, cultural interactions, development, and the success of a group of people?
Skills: The student will be able to:
*Compare and contrast elements of Inca, Maya, and Aztec civilization such as economics, social systems, the arts, and technology.
The Maya: "Everyday Life" (Pages 14-180, "Maya Achievements" (Pages 19-25)
The Aztec: "Everyday Life" (Pages 14-19), "Aztec Achievements" (Pages 20-23)
TCMPrimary SourcesLessons:
Quipu of the Incas (Page 35): Students will record information from the classroom on quipus that they will create and then trade to see if others can decipher.
Incan Mummy Bundles (Page 37): Students will create mummy bundles according to classes in Incan society and then act as archaeologists in unwrapping them and interpreting their evidence.
Machu Picchu (Page 39): Students will write postcards to friends telling about their homes as if they lived in the city of Machu Picchu.
Mayan Stela (Page 15): Students will create stelae and then sketch themas if reporting about ancient ruins to the modern generation.
Mayan Vase Glyph (Page 17): Students will choose pictures and then write headlines about them using Mayan glyphs.
Mayan Calendar (Page 21): Students will calculate dates according to the tzolkin, the Mayan religious calendar.
Mayan Ballplayer (Page 25): Students will work in groups to create sporting goods catalogs about Mayan ball game equipment.
Pizarro Meets Atahualpa (Page 41): Students will create visual perspectives of the meeting between Francisco Pizarro and Atahualpa.
Map of Tenochtitlan (Page 43): Students will work in small groups to present commercials that tell about the Aztec city of Tenochtitlan.
Mask of Quetzalcoatl (Page 47): Students will create masks for Aztec gods or goddesses to be used in a religious ceremony for the Aztec people.
Patolli Game (Page 49): Students will play the game of Patolli and learn about the other aspects of Aztec daily life.
Royal Headdress (Page 53): Students will prepare ceremony events based on Aztec tradition for the day of Moctezuma’s crowning.
Cortés Meets Moctezuma (Page 55): Students will write reports on the Spanish invasion based on either the Spanish perspective or the Aztec perspective.
Temples of Mesoamerica (Page 59): Students will compare three temples of different peoples in Mesoamerica and then sketch new temples that incorporate architecture from all three.
*Identify multiple points of view regarding these civilizations.
Benchmark Education Leveled Readers
The Inca: Conclusion page 29
The Maya: Conclusion page 28 - 30
The Aztec: Conclusion page 30
TCM Primary Sources Lessons:
Temples of Mesoamerica (Page 59): Students will compare three temples of different peoples in Mesoamerica and then sketch new temples that incorporate architecture from all three.
*Use map skills to build understanding of these civilizations, the climate, and natural resources
Benchmark Education Leveled Readers
The Inca: Maps page 3, 10
The Maya: Maps page 4, 26
The Aztec: Maps page 4, 6, 13
TCM Primary Sources Lessons:
Map of Cuzco (Page 31): Students will work with partners to create travel brochures for the Incan city of Cuzco during the height of its empire.
Map of Tenochtitlan(Page 43): Students will work in small groups to present commercials that tell about the Aztec city of Tenochtitlan.
Knowledge: The student will be able to demonstrate knowledge of: *Attributes of culture and civilization, to include customs, food supply, social divisions, government, religion, art forms, written language, system of education, and technology.
Benchmark Education Leveled Readers:
The Inca (Entire Book)
The Maya (Entire Book)
The Aztec (Entire Book)
*Diverse and sophisticated civilizations that thrived in the Americas prior to European contact.
Benchmark Education Leveled Readers:
The Inca - Chapters 2: "The Great Inca Empire (Pages 10-13); Chapter 3: "Everyday Life of the Inca" (Page 14-19), Chapter 4: "Inca Achievements" (Pages 20-13)
The Maya - Chapter 2: "The Great May Civilization" (Page 7-13); Chapter 3: "Everyday Life of the Maya People" (Pages 14-18); Chapter 4: "Maya Achievements" (Pages 19-25)
The Aztec - Chapter 2: "The Great Aztec Civilization: 1400-1519" (Pages 10-13): Chapter 3: "Everyday Life of the Aztec" (Pages 14-19); Chapter 4: "Aztec Achievements" (Pages 20-23)
*A variety of reasons that can cause the decline of a civilization.
QUARTER 2
History of the Western Hemisphere: Pre-Colombian
Recommended Assessments Include:
We recommend to teach lessons in the order as follows:
Assuming the average teacher will have 90 minutes a week to teach social studies, we recommend teaching 2 lessons per week, beginning with the Incas, Mayas, and concluding with the Aztecs. This follows geographical and historical movement. The Benchmark Education Company readers will be used to reinforce concepts about Incas, Mayas, and Aztecs. Some lessons can be taught in 30-45 minutes and same may last as long as 90 minutes. Much of this can be left to teacher discretion and time constraints.
Standard Connections:
Enduring Understandings:
The students will understand that:
Essential Questions:
Skills:
The student will be able to:
*Compare and contrast elements of Inca, Maya, and Aztec civilization such as economics, social systems, the arts, and technology.
*Identify multiple points of view regarding these civilizations.
*Use map skills to build understanding of these civilizations, the climate, and natural resources
Knowledge:
The student will be able to demonstrate knowledge of:
*Attributes of culture and civilization, to include customs, food supply, social divisions, government, religion, art forms, written language, system of education, and technology.
*Diverse and sophisticated civilizations that thrived in the Americas prior to European contact.
*A variety of reasons that can cause the decline of a civilization.